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Peer reviewed Peer reviewed
ERIC Number: EJ460568
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
The Effect of Prior Knowledge on an Immediate and Delayed Associative Learning Task Following Elaborative Interrogation.
Willoughby, Teena; And Others
Contemporary Educational Psychology, v18 n1 p36-46 Jan 1993
Studied prior knowledge as a mediator of effectiveness of the elaborative interrogation strategy for 50 male and 50 female undergraduates in a learning task. The elaborative interpretation group had significantly greater matching scores on an associative memory test for animal information than the control group only for familiar animals. (SLD)
Descriptors: Associative Learning, Control Groups, Experimental Groups, Familiarity, Higher Education, Knowledge Level, Learning Strategies, Memory, Prior Learning, Questioning Techniques, Scores, Undergraduate Students
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Elaborative Prompts
Note: Portions of this paper were presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).